Potential Health Unit

This may be our solution:

Health Care PBL Handbook - http://www.health-careers.org/resources/Project_Handbook.pdf
  • Which projects should we do?
  • How do we customize them to Buffalo and our ECMC partnership?
  • How do we globalize them, taking advantage of TIG?

Potential Essential questions – Engaging problems – Central Projects"

  • Access to Health Care
  • Disease prevention

Potential Products:

  • podcasts
  • student created web-quests

Potential Resources:

  • Health Care PBL Handbook - http://www.health-careers.org/resources/Project_Handbook.pdf

  • School Health Project
    The School Health Project was founded in 1987 to build the capacity of chief state school officers, their staff, and partners to create strong school health policies and programs that support the goal of removing the nonacademic barriers to learning faced by the nation’s children. http://www.ccsso.org/projects/School%5FHealth%5FProject/
  • Access to Health Care - School health Project - http://www.ccsso.org/projects/School%5FHealth%5FProject/Challenges/6484.cfm
  • COMMUNITY HEALTH PROJECTS: Bolivia – Ecuador – India – Mexico
    In 2004, CFHI launched our first round of Community Health Projects in an attempt to support health initiatives devised by the doctors and other community leaders who host and teach our students. These local community members designed a variety of projects addressing many health needs - from the training of health promoters in a remote Himalayan village to the purchase of canoes to facilitate visits to isolated Amazonian communities. http://www.cfhi.org/minigrants.php4
  • Participatory Health Education and Student Health Teams
    Participatory Education begins with the teacher and is grounded in the respect the teacher gives to the knowledge and experience of the learner. Participatory Education also embraces learner-teacher partnership throughout the learning process, connection to the students' real life, and ongoing questioning and reflection on learning goals, processes and outcomes by both teacher and learner. http://www.sabes.org/northeast/Health/participatory.html
  • Health Promotion and Health Education - http://phpartners.org/hpro.html
  • The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) is the largest organization of professionals supporting and assisting those involved in physical education, leisure, fitness, dance, health promotion, and education and all specialties related to achieving a healthy lifestyle. http://www.aahperd.org/index.cfm

Thinking Out Loud - Formative Considerations:

It should leverage both our new partnership with ECMC and our new tool in Taking It Global, so it will be a health related unit. This gives us the opportunity to create a unit with personal meaning to the students through both a local and a global context.

You can see that Taking It Global has some excellent resources related to health (http://www.takingitglobal.org/understanding/health/). Here are some of the subtopics:
  • Child & Infant Health
  • Alcohol & Drugs
  • Smoking
  • Nutrition & Fitness

Millennium Development Goals include the following (http://ddp-ext.worldbank.org/ext/GMIS/home.do?siteId=2):
  • MDG Target 5: Child Mortality
  • MDG Target 6: Maternal Health
  • MDG Target 7 & 8: Combat Diseases

I’d like it to be a topic that our students might be able to relate to personally, but could react to globally. In other words, regardless of how important the adults might feel the topic is, it absolutely, positively needs to be a topic that is likely to be made interesting to our students.

I fear that “Alcohol & Drugs” and “Smoking” would be too preachy (and therefore off putting) to our students, and that although “Nutrition & Fitness” may be really important to the area (refer to Marla’s recent email), it would lack pizzaz for our students...

So – what about something around combating disease, or child & infant health/mortality? (Here’s the TIG page with Children’s Health info on it: http://www.takingitglobal.org/understanding/health/children)

What could our Essential Question/Engaging Problem/Central Project be?

Potentially Helpful Excerpts from the ECMC Agreement:

detailed information on over thirty health careers, including:
• the nature of the profession/occupation (what people do);
• where they work;
• how much they earn;
• applicable New York State licensure requirements;
• educational requirements;
• the average cost of attending an educational program and available financial support for students in these programs; and
• access to other resources relevant to the occupation

issues in medical science and human anatomy/physiology through their involvement in dissections, medical case studies, and research projects. Students investigate how a healthy body functions and how it reacts to disease. Students will collaborate with medical professionals at ECMC as they research a variety of medical topics.

The goals of the collaborative project planning will include:
• development of rigorous policies and procedures to make the projects professional and meaningful
• Students learn everything from how to dress tastefully and professionally in health care settings, to the extreme importance of confidentiality and hands-on experience of treatment techniques.

Tours- Proposed to begin October, 2007
Tours of ECMC hospital and other medical facilities may be arranged for the students at Academy School@44. To facilitate and enhance the tours, ECMC employees answer questions and give students new insights into health care.
Individual tours of the hospital are also available to students who are about to have a hospital stay. Parents or guardians may arrange such a tour if they believe their child might be apprehensive about his or her upcoming hospital visit.

ECMC Employees as Mentors- Proposed to begin October, 2007
ECMC employees would make excellent mentors for Academy School students, especially those who may be residents of the Broadway community. Having a mentor who can spend time with students at school, as well as help plan other visits and activities can have a significant impact on students’ motivation to succeed.

ECMC Lecture Hall as Exhibition & Presentation Site- Proposed September, 2007
The Lecture Hall at ECMC is an excellent site to stage student exhibitions, as well as have students hear presentations from health care professionals. Having these activities occur within the context of the health care facility can add great value and significance for students.

Job Shadowing & Internships(Beginning Fall, 2007-ongoing)
1. A critical component of the Academy School model is an emphasis on the “real-world” aspect of curriculum planning and student experience. The following are proposed to help achieve the “real-world” environment envisioned for the school:
a. Up to seventy-five students annually, enrolled in the Biomedical Laboratory, will participate in a minimum of six job shadowing experiences throughout the school year. ECMC will collaborate with Academy School staff to identify an appropriate number of health care occupations associated with the Biomedical program and identify personnel within ECMC to define and host the shadowing experiences.
b. Up to thirty juniors and seniors will be selected annually to participate in an internship program at ECMC. Eligibility requirements and program design will be decided by a committee made up of ECMC and Academy School representatives